scholarly journals USE OF TECHNOLOGY IN TEACHING ENGLISH

2021 ◽  
Vol 1 (2) ◽  
pp. 112-122
Author(s):  
Ayu Pratiwi ◽  
Elsa Pratiwi ◽  
Faradila Chantika ◽  
Hamida Putri ◽  
Resti Aulia Nengsih
Keyword(s):  
Technology Use ◽  
English Language ◽  
Human Beings ◽  
Cd Rom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Electronic Dictionary ◽  
Study Methodology ◽  
Power Point ◽  
Sports Activities

In language coaching and gaining knowledge of, we've got loads to select from the sector of generation: audio, TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. Technology has modified the dynamics of diverse industries, and has additionally encouraged the the manner human beings engage and paintings withinside the society. This speedy growing and improvement of statistics era has supplied a higher sample to discover the brand new coaching version. As a end result era performs a totally vital position in English coaching. Using multimedia to create a context to train English has its particular advantages. The instructors can have interaction the freshmen to grow to be professional at English Language through the usage of the revolutionary ELT strategies like English songs, movie, clippings, dramatics, advertisements, sports activities commentaries and plenty of extra. This paper stresses at the want to make English language training smooth and exciting thru revolutionary ELT techniquesby using a scope review study methodology, which is a literature review process between new theories and ideas, so this paper talk about definition and development of technology, use of generation in coaching English, the boom of elt via generation, and advantages of the use of generation in the classroom.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development

2019 ◽  
Vol 11 (02) ◽  
pp. e1-e6
Author(s):  
Jennifer L. Lindsey ◽  
Laura L. Wayman ◽  
Etoi A. Garrison ◽  
Mario Davidson ◽  
Charlene M. Dewey
Keyword(s):  
Curriculum Development ◽  
Needs Assessment ◽  
Residency Program ◽  
Technology Use ◽  
Best Practice ◽  
Online Survey ◽  
Program Improvement ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Online Quizzes

Background The Accreditation Council for Graduate Medical Education in ophthalmology lists the use of information technology to optimize learning as a common program requirement. The use of technology in published studies often takes the form of e-learning. No study to date outlines what methods are preferred by residents and faculty in United States Ophthalmology programs. Objective We conducted a needs assessment to evaluate the current state of technology in teaching and learning in an ophthalmology residency program, to identify barriers to using technology, and to determine areas for future curriculum development. Methods We used an anonymous online survey to assess current residents and faculty within our ophthalmology residency program. Results Residents identified their primary learning styles as visual and kinesthetic and they preferred videos and online question banks.More than 35% of faculty respondents “never” use technology in teaching. Among faculty who do use technology, online quizzes and videos were the most common modalities used to supplement lectures. Common barriers to incorporating technology included lack of time, lack of knowledge of available technologic tools, and lack of skill in using technology.Both faculty and residents identified a Web platform for curricular elements and a feedback app as potentially beneficial additions to the curriculum. Each group rated an app to receive feedback more highly than an app to provide it. The two groups disagreed on the usefulness of online quizzes. There was variability among faculty responses regarding the usefulness of technology in teaching. Conclusion Our needs assessment identified areas of agreement among residents and faculty as well as mismatches and barriers regarding the use of technology to support learning by ophthalmology residents. Our study is an example of a best practice for use of a needs assessment to provide a framework for curriculum development and program improvement in an individual program. Further research is needed to generalize these results across ophthalmology programs.

Examining the influence of teachers ' beliefs towards technology integration in classroom

2016 ◽  
Vol 33 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Sallimah Salleh
Keyword(s):  
Technology Use ◽  
Theoretical Modelling ◽  
Psychological Variables ◽  
Content Type ◽  
Applied Model ◽  
Measurement Models ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers Beliefs ◽  
Tpb Model

Purpose – The purpose of this paper is to examine how the direct and indirect factors of the elaborated theory of planned behaviour (TPB) relate to teachers’ intentions and use of technology in teaching. Design/methodology/approach – The current study attempted to provide an understanding of teachers’ beliefs and intentions to use technology in teaching, and their influence on behaviours by applying and elaborating Ajzen’s TPB, a widely applied model for investigating social behaviour. Findings – The elaborated TPB model was found to be a marginally fitting model in predicting and explaining intention and behaviour. The model explained only 17 per cent of variance in intention and 13 per cent in use of technology. Teacher’s use of technology in teaching was predicted by intention and perceived behavioural control (PBC); and intention was predicted by attitude towards the technology and PBC. Subjective norms made weak prediction on intention. The TPB model of direct factors explained 25 per cent of variance in intention and 16 per cent in use of technology. Originality/value – This study takes a theoretical modelling approach, based on a survey assessing psychological variables (such as teachers’ beliefs, attitudes, and perceptions) to explain teachers’ technology use in the classroom. The theoretical approach of this study is new within studies of computer technology use, which have normally been limited to reporting user demographic characteristics and/or factors influencing its use among users. This study attempted to develop measurement models that might be replicated by other researchers interested in the influencing factors for teachers’ technology use in education.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2017 ◽  
pp. 56-73 ◽  
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

Language Teachers' Perceptions of External and Internal Factors in Their Instructional (Non-) Use of Technology

2018 ◽  
pp. 1450-1467
Author(s):  
Haixia Liu ◽  
Chin-Hsi Lin ◽  
Dongbo Zhang ◽  
Binbin Zheng
Keyword(s):  
Technology Use ◽  
Negative Attitude ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Teachers Perceptions ◽  
Future Design ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Available Technology ◽  
Internal Barriers

Prior studies (e.g., Li & Walsh, 2011) found that language teachers did not use technology fully despite its possible facilitating function in language teaching. Through a survey and group discussions, this study explores pre-service Chinese-language teachers' perceptions of the internal and external barriers to their instructional technology use. The respondents (N=47) expressed five main types of external barriers: a) lack of technology, b) difficulty in accessing the available technology, c) lack of technical support, d) lack of proper assessment, and e) negative parental attitude. The two main internal barriers identified in this research were a) negative attitude originating from teachers' pedagogical beliefs, and b) lack of technology-related knowledge. The findings of this study should be of practical use in the future design and implementation of professional development aiming at improving language teachers' use of technology in teaching.

scholarly journals Technology Use, Technology Views: Anticipating ICT Use for Beginning Physical and Health Education Teachers

10.28945/3093 ◽  
2007 ◽  
Author(s):  
Lori Lockyer ◽  
John Patterson
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Health And Physical Education ◽  
Australian Health ◽  
Ict Use ◽  
Everyday Practices ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Physical And Health Education ◽  
National Initiative

In Australia, the national initiative known as Learning in an Online World, focuses school jurisdictions across the country meet the challenge of achieving the national vision of all schools “... confidently using ICT in their everyday practices to improve learning, teaching and administration” (MCEETYA, 2005, p. 3). One strategy in reaching this goal is the effective preparation of pre-service teachers to use and integrate technology in their teaching and learning practices. This article reports on a research study that aimed to explore the issue preparation for use of technology in teaching by understanding the current and anticipated technology usage for Australian health and physical education pre-service teachers.

scholarly journals THE EFFECT OF USING WHATSAPP MESSENGER ON STUDENTS’ SPEAKING ACHIEVEMENT AT THE SECOND GRADE STUDENTS OF MADRASAH ALIYAH NEGERI (MAN) 1 KENDARI

2019 ◽  
Vol 4 (1) ◽  
pp. 78
Author(s):  
Aras Nur Ahmad
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Combination Method ◽  
Second Grade ◽  
Chi Square ◽  
Mobile Phone Application ◽  
Second Grade Students ◽  
Use Of Technology ◽  
Technology In Teaching

The use of technology in teaching and learning is an important aspect which has received  considerable attention  in  recent  years.  In a similar  sense,  the use of mobile phone application especially WhatsApp  messenger to  increase effectiveness of instruction has been acknowledged through a number of studies carried out so far. This study was conducted to find the effect of using WhatsApp Messenger on students’ speaking achievement at the second grade students of Madrasah Aliyah Negeri (MAN) 1 Kendari. The research question is that “Is there any significant effect of using WhatsApp messenger on students’ speaking achievement at the second grade students of Madrasah Aliyah Negeri (MAN) 1 Kendari?” This study used a quantitative approach by applying a comparative study. The participants of the study consisted of 60 students who were in two different classes: class XI IPA 2 as the experimental class and class XI IPA 4 as the control class. The experimental class consisted of 30 students taught in a combination method (WhatsApp Messenger and discussion method)   while the control class consisted of 30 students taught through using a conventional method. The  results of this  study showed  that  there  were  differences  in  the  speaking achievement of the students in the experimental class and the control class. This difference was in favor of the experimental class. The value of Chi-Square count is 28.486 and the Chi-Square Table is 19.675. So the H1 accepted and H0 is rejected . The differences between the two classes indicated that integrating the WhatsApp application in teaching English language improved speaking achievement of the students of the experimental class. Keywords: WhatsApp Messenger, Discussion, Speaking  achievement.

scholarly journals Malaysian Students’ Experience and Motivation using Web-Based Activities to Learn English Language Vocabulary

2019 ◽  
Vol 8 (2S9) ◽  
pp. 878-881
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Web Based ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Malaysian Students ◽  
Learning English

The place of technology in teaching and learning is established. However, there is the need to consider motivational variables in the use of technology as relating to language learning. This paper thus explored the Malaysian students’ experience and motivation using web-based activities in learning English vocabulary. Questionnaire was administered on the selected sample of the pupils and the data were analyzed using simple percentage. Finding revealed that the students had adequate experience using technology and felt motivated using web-based activities in learning vocabulary. These findings show that Malaysian’s status in terms of using technology to solve classroom problem. It was this concluded that the use of technology related activities and applications should be encouraged.

scholarly journals “Teacher, I need to show you a foreigner I have been talking to on my cellphone!” Unveling students’ understanding about technology use for enhancing the speaking skill in English language

2019 ◽  
Vol 9 (2) ◽  
pp. 433
Author(s):  
Marlon Machado Oliveira Rio
Keyword(s):  
English Learners ◽  
Technology Use ◽  
English Language ◽  
English Language Teaching ◽  
Working Environments ◽  
Use Of Technology ◽  
Learning Path ◽  
Speaking Skill ◽  
The Impact ◽  
Society Today

The oral skill has been lately studied by researchers in the English Language Teaching field (ELT), once it is considered one of the hardest ones to be improved (Bygate, 2009). Some solutions have been suggested within the ELT literature as to assist students on this skill’s improvement (Lucas, 2001). Additionally, technology has taken its valuable position in society today, circumscribing the scholastic and working environments. Entangling both topics (the speaking skill and digital technology), this article displays an initial1 research carried out with English learners worldwide, in which pupils could voice their opinions concerning the use of digital technologies in their English learning path alongside the impact of them in fostering pupils’ oral skill. Preliminary results show both negative and positive views regarding the use of technology and the oral skill’s improvement.

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